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Diagnostic Discrepancies: Clinical versus Educational Identification of Autism in Latino/a Children in Colorado

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Title: Diagnostic Discrepancies: Clinical versus Educational Identification of Autism in Latino/a Children in Colorado
Language: English
Authors: Elizabeth Joy Grimes Kaplon, Franci Crepeau-Hobson (ORCID 0000-0002-3696-0981), Nuri M. Reyes (ORCID 0000-0003-3642-7746)
Source: Psychology in the Schools. 2026 63(6):1049-1059.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Disability Identification, Clinical Diagnosis, Hispanic Americans, Children, Preadolescents, English (Second Language), Limited English Speaking
Geographic Terms: Colorado
DOI: 10.1002/pits.70148
ISSN: 0033-3085
1520-6807
Abstract: Although the prevalence of autism is increasing, children are less likely to be identified with autism in schools compared to clinical settings. Moreover, Latino/a children are less likely to receive an identification of educational autism than non-Latino/a peers. This research explores the identification of educational classification of autism and other disabilities for Latino/a children with a clinical diagnosis of autism spectrum disorder (ASD). Medical records of Latino/a children ages 6-12 who received a clinical diagnosis of autism at a public hospital in a large city in Colorado were reviewed to determine their educational disability identification and English language proficiency. Results indicated that just 15% of Latino/a children with a clinical diagnosis of ASD were also identified with an educational classification of autism in schools, and children from families with limited English proficiency (LEP) were significantly more likely to be identified than their peers. An additional 70% of children were identified with an alternative educational disability other than autism. Implications for policy and practice, particularly in school-based contexts, and future directions are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504339
Database: ERIC
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  Data: Diagnostic Discrepancies: Clinical versus Educational Identification of Autism in Latino/a Children in Colorado
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Elizabeth+Joy+Grimes+Kaplon%22">Elizabeth Joy Grimes Kaplon</searchLink><br /><searchLink fieldCode="AR" term="%22Franci+Crepeau-Hobson%22">Franci Crepeau-Hobson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3696-0981">0000-0002-3696-0981</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nuri+M%2E+Reyes%22">Nuri M. Reyes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3642-7746">0000-0003-3642-7746</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2026 63(6):1049-1059.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 11
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+Identification%22">Disability Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Diagnosis%22">Clinical Diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preadolescents%22">Preadolescents</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Limited+English+Speaking%22">Limited English Speaking</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Colorado%22">Colorado</searchLink>
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  Data: 10.1002/pits.70148
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  Data: 0033-3085<br />1520-6807
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although the prevalence of autism is increasing, children are less likely to be identified with autism in schools compared to clinical settings. Moreover, Latino/a children are less likely to receive an identification of educational autism than non-Latino/a peers. This research explores the identification of educational classification of autism and other disabilities for Latino/a children with a clinical diagnosis of autism spectrum disorder (ASD). Medical records of Latino/a children ages 6-12 who received a clinical diagnosis of autism at a public hospital in a large city in Colorado were reviewed to determine their educational disability identification and English language proficiency. Results indicated that just 15% of Latino/a children with a clinical diagnosis of ASD were also identified with an educational classification of autism in schools, and children from families with limited English proficiency (LEP) were significantly more likely to be identified than their peers. An additional 70% of children were identified with an alternative educational disability other than autism. Implications for policy and practice, particularly in school-based contexts, and future directions are discussed.
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        Value: 10.1002/pits.70148
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      – SubjectFull: Disability Identification
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      – SubjectFull: Clinical Diagnosis
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      – SubjectFull: Children
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      – SubjectFull: Limited English Speaking
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      – SubjectFull: Colorado
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      – TitleFull: Diagnostic Discrepancies: Clinical versus Educational Identification of Autism in Latino/a Children in Colorado
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